scholarly journals The Impact Of Course Scheduling On Student Success In Intermediate Accounting

2010 ◽  
Vol 3 (4) ◽  
pp. 51-60 ◽  
Author(s):  
Linda G. Carrington
Keyword(s):  
Student Performance ◽  
Spacing Effect ◽  
Psychology Research ◽  
University Administrators ◽  
Course Scheduling ◽  
Summer Sessions ◽  
Accounting Courses ◽  
Summer Session ◽  
And Gender ◽  
The Impact

Cognitive psychology research, as well as educational psychology research, suggests that learning is enhanced when new subjects are presented in spaced-out sessions rather than compressed into fewer, longer sessions (the “spacing effect”).  This would suggest that students should learn better when taking courses that are scheduled over longer time periods (two or three days per week over a long semester) rather than in an intensive (one day per week) or compressed (summer session) format.  This research investigates whether the spacing effect exists for students in Intermediate Accounting classes.  Specifically, this research examines student performance in Intermediate Accounting courses offered in four different scheduling formats including one, two, and three days per week over traditional long semesters, as well as during compressed four-week summer sessions.  A significant association between course schedule and student performance is found to exist.  The effect of student age and gender on this association is also explored.  Results identify one scheduling option which appears to be a particularly poor schedule for Intermediate Accounting, as well as particular characteristics of students who might be more likely to have difficulty with this schedule. Results should be of interest to university administrators responsible for making scheduling decisions, to faculty members teaching under different course schedules, and to individual students planning their class schedules. 

scholarly journals The Impact of Grade Incentives and Gender on Student Performance: An Experiment

2015 ◽  
Vol 3 (2) ◽  
pp. 79-92
Author(s):  
Mehreen Amjad Furqan ◽  
Sohnia Salman ◽  
Sohail Zafar
Keyword(s):  
Student Performance ◽  
Analysis Of Variance ◽  
Accounting Students ◽  
First Year ◽  
Mathematics Students ◽  
University Level ◽  
And Gender ◽  
The University ◽  
The Impact ◽  
Mathematics Course

This experiment was conducted to determine the impact of grade incentives and gender on student performance at the university level. We perform a two-way analysis of variance on a sample of three groups of students taking a first-year core mathematics course and another three groups taking a fourth-year compulsory accounting course. We find that grade incentives significantly affect student performance for both sampled courses across all six groups. Gender is found to significantly affect the performance of mathematics students, but not of accounting students. The interaction between gender and grade incentives does not have a significant impact on performance in either experiment.

scholarly journals Evaluating the Constructive or Destructive Role of PowerPoint in Accounting Education

2015 ◽  
Vol 1 (2) ◽  
pp. 69-86
Author(s):  
Muhammad Imran ◽  
Shumaila Sharif ◽  
Faryal Batool
Keyword(s):  
Student Performance ◽  
Traditional Method ◽  
Negative Impact ◽  
Accounting Education ◽  
Teaching Methodology ◽  
Microsoft Excel ◽  
Accounting Courses ◽  
Student’S Performance ◽  
The Impact

Objectives:With change in technology teaching methodology also changed and technology penetrates into the class rooms. The most commonly used computer aided teaching methodology in class rooms is PowerPoint presentation. It replaces the traditional method of teaching i.e. whiteboard and marker. This study measure the impact of PowerPoint presentation on student' performance. Methodology:We choose 282 students studying accounting courses in various universities of Multan, Pakistan. We used SPSS and Microsoft Excel to analyze the data. Result:We found that PowerPoint has negative impact on the student's performance. But on the other hand, students feel tiresome with traditional method of teaching. Students prefer to take quantitative courses via traditional method, and they prefer to take qualitative courses by PowerPoint presentation.

Self-Compassion and Quality of Life in Adults Who Stutter

2020 ◽  
Vol 29 (4) ◽  
pp. 2097-2108
Author(s):  
Robyn L. Croft ◽  
Courtney T. Byrd
Keyword(s):  
Quality Of Life ◽  
Social Connectedness ◽  
The Self ◽  
Future Research ◽  
Self Compassion ◽  
Adults Who Stutter ◽  
And Gender ◽  
Relationship Of ◽  
The Impact

Purpose The purpose of this study was to identify levels of self-compassion in adults who do and do not stutter and to determine whether self-compassion predicts the impact of stuttering on quality of life in adults who stutter. Method Participants included 140 adults who do and do not stutter matched for age and gender. All participants completed the Self-Compassion Scale. Adults who stutter also completed the Overall Assessment of the Speaker's Experience of Stuttering. Data were analyzed for self-compassion differences between and within adults who do and do not stutter and to predict self-compassion on quality of life in adults who stutter. Results Adults who do and do not stutter exhibited no significant differences in total self-compassion, regardless of participant gender. A simple linear regression of the total self-compassion score and total Overall Assessment of the Speaker's Experience of Stuttering score showed a significant, negative linear relationship of self-compassion predicting the impact of stuttering on quality of life. Conclusions Data suggest that higher levels of self-kindness, mindfulness, and social connectedness (i.e., self-compassion) are related to reduced negative reactions to stuttering, an increased participation in daily communication situations, and an improved overall quality of life. Future research should replicate current findings and identify moderators of the self-compassion–quality of life relationship.

Contact precautions for colonisation with multidrug-resistant organisms and haemodialysis patient quality of life and mood: a pilot case-control study

2019 ◽  
pp. 19-25 ◽  
Author(s):  
Rathika Krishnasamy
Keyword(s):  
Quality Of Life ◽  
Qualitative Interviews ◽  
Social Function ◽  
Multidrug Resistant ◽  
Contact Precautions ◽  
Dialysis Vintage ◽  
Multidrug Resistant Organisms ◽  
And Gender ◽  
The Impact

Background: The rate of multidrug-resistant organisms (MDRO) colonisation in dialysis populations has increased over time. This study aimed to assess the effect of contact precautions and isolation on quality of life and mood for haemodialysis (HD) patients colonised with MDRO. Methods: Patients undergoing facility HD completed the Kidney Disease Quality of Life (KDQOL–SFTM), Beck Depression Inventory (BDI) and Personal Wellbeing-Index Adult (PWI-A). Patients colonised with MDRO were case-matched by age and gender with patients not colonised. Results: A total of 16 MDRO-colonised patients were matched with 16 controls. Groups were well matched for demographics and co-morbidities, other than a trend for older dialysis vintage in the MDRO group [7.2 years (interquartile range 4.6–10.0) compared to 3.2 (1.4–7.6) years, p=0.05]. Comparing MDRO-positive with negative patients, physical (30.5±10.7 vs. 34.6±7.3; p=0.2) and mental (46.5±11.2 vs. 48.5±12.5; p = 0.6) composite scores were not different between groups. The MDRO group reported poorer sleep quality (p=0.01) and sleep patterns (p=0.05), and lower social function (p=0.02). BDI scores were similar (MDRO-positive 10(3.5–21.0) vs. MDRO-negative 12(6.5–16.0), p=0.6). PWI-A scores were also similar in both groups; however, MDRO patients reported lower scores for “feeling safe”, p=0.03. Conclusion: While overall scores of quality of life and depression were similar between groups, the MDRO group reported poorer outcomes in sleep and social function. A larger cohort and qualitative interviews may give more detail of the impact of contact precautions and isolation on HD patients. The necessity for contact precautions for different MDRO needs consideration.

Novel Relations

2019 ◽  
Author(s):  
Alicia Mireles Christoff
Keyword(s):  
Critical Race Theory ◽  
Object Relations ◽  
George Eliot ◽  
Literary Form ◽  
Gender And Sexuality ◽  
Victorian Novels ◽  
Victorian Fiction ◽  
Gender And Sexuality Studies ◽  
And Gender ◽  
The Impact

This book engages twentieth-century post-Freudian British psychoanalysis in an unprecedented way: as literary theory. Placing the writing of figures like D. W. Winnicott, W. R. Bion, Michael and Enid Balint, Joan Riviere, Paula Heimann, and Betty Joseph in conversation with canonical Victorian fiction, the book reveals just how much object relations can teach us about how and why we read. These thinkers illustrate the ever-shifting impact our relations with others have on the psyche, and help us see how literary figures—characters, narrators, authors, and other readers—shape and structure us too. In the book, novels are charged relational fields. Closely reading novels by George Eliot and Thomas Hardy, the book shows that traditional understandings of Victorian fiction change when we fully recognize the object relations of reading. It is not by chance that British psychoanalysis illuminates underappreciated aspects of Victorian fiction so vibrantly: Victorian novels shaped modern psychoanalytic theories of psyche and relationality—including the eclipsing of empire and race in the construction of subject. Relational reading opens up both Victorian fiction and psychoanalysis to wider political and postcolonial dimensions, while prompting a closer engagement with work in such areas as critical race theory and gender and sexuality studies. The book describes the impact of literary form on readers and on twentieth- and twenty-first-century theories of the subject.

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